In this series, Kathryn Applegate addresses the concern that randomness implies the absence of God's activity and involvement in the natural world. She begins by clearing up some common misconceptions about the concept of "randomness", and later focuses on the mechanisms of the immune system to demonstrate that God works through random processes to preserve life. Far from being an indication of a "godless" universe, one might conclude that randomness is one of God’s favorite mechanisms for creating and sustaining life!

A common argument leveled against the theory of evolution is that scientists have not been able to produce transitional fossils that show the change of one species into another. In this podcast, we address a common misconception about what transitional fossils actually are.

Yesterday, biology professors Randy Moore and Sehoya Cotner raised the concern that workshops focused on evolution-related training do not reach not reach creationism-based biology teachers. Today, we'd like to focus on BioLogos' efforts to address that divide through our Biology by the Sea workshops.

High school biology courses have a strong and lingering impact on students’ views of evolution and creationism.

In this series, James Kidder provides an intriguing study on transitional fossils and the evolutionary history of modern humans. He begins by discussing the fossil record, explaining how new forms are classified. He then explains the physically distinguishing trait of humankind—bipedalism. From the discovery of Ardipithecus, the earliest known hominin, to the australopithecines, the most prolific hominin, Kidder focuses on the discovery, the anatomy, and the interpretation of these ancestral remains.

Part of BioLogos mission is to show how all things hold together in Christ—to show how a Christian worldview integrates the knowledge we have of God through the Scriptures with the knowledge we have of God through the other areas in which He reveals himself as Creator and Redeemer.

If God himself is willing to die, particularly in such a gruesome way, then perhaps we should at least consider the possibility of God allowing the death of other creatures, too. But would this really be compatible with what we know of God through Scripture?

As an Evangelical and a scientist, Katharine Hayhoe is already a member of a rare breed. As a climate change researcher who is also married to an evangelical Christian pastor, she is nearly one of a kind.

In our sixth BioLogos videocast, we take a look at the age of the Earth. We explain four methods scientists have used to determine that age: tree ring, lake varve, radiometric, and seafloor spread dating, and also offer some theological insight on how an old earth can fit with the first chapters of Genesis.

In this series, we reexamine the claim made by Intelligent Design proponent Michael Behe to have found a limit to “Darwinian” evolution in light of recent results from the laboratory of Richard Lenski.

In the mid-seventeenth century, John Mayow conducted a series of experiments in which he showed that burning candles in bell jars consumed one-fifth of the enclosed air before extinguishing. Remarkably, mice placed in bell jars did exactly the same thing...

The BioLogos Foundation explains to the findings of the Encyclopedia of DNA Elements (ENCODE) project and responds to the claims that its discoveries challenge the theory of evolution, especially regarding so-called "junk DNA".

In this excerpt from the book Delight in Creation: Scientists Share Their Work with the Church, astronomer Deborah Haarsma shares her excitement about recent findings about our universe from a Christian perspective.

Resilient learners and a robust faith can handle challenges. But the faith of the students my professor described was different— strong, but brittle; it did not have the resilience that comes through testing.

Gregg Davidson and Ken Wolgemuth seek to remove the stumbling block of the Genesis flood in this four part series. Though many believe in an ancient world-wide flood, the evidence given does not hold up to geological scrutiny, but points rather to something regional instead. It is their hope that Christians will not walk away from faith in Christ simply because a global flood is not supported by science. Looking at natural phenomena like the Grand Canyon, salt beds, and fossil deposits, they reveal reasons for these deposits and structures while showing that their origin did not stem from a violent flood that covered the planet.

What are the best ways to spark productive conversations about science and faith? Certainly there are books, articles, blogs (like this one), and podcasts. But there are particular advantages to using film.

How can it be that two things we love and treasure—two things that are absolutely central to ourselves and the lives we’ve built—seem so often to be at odds with each other?

The Denisovans, an extinct hominid group that interbred with modern humans, made the news again lately with the publication of a more detailed study of their genome. One of the many interesting findings was that the Denisovans share the same chromosome 2 fusion that modern humans have.

As students across the country begin their academic year, nearly all of them will receive some kind of science education, and many will experience tension between what they have been taught about God's creation in church or at home, and what they are likely to find in science textbooks and hear from their instructors. How should that tension be addressed? How might it be resolved? What resources does the Church have (and still need) to equip our young people to honor the truth God has revealed in both his Word and his world, and to share in the work of his Kingdom? This series from Mark Winslow, Dean of the College of Natural, Social, and Health Sciences at Southern Nazarene University (SNU) in Bethany, OK, focuses on how Christian biology-related majors at a mid-Western Christian liberal arts university reconciled evolution and their personal religious beliefs.

Towards the end of the last school year, the Tennessee legislature passed the Teacher Protection Academic Freedom Act, a law that became more popularly known as the “Monkey Bill.” I was doing research in a Tennessee high school biology classroom the morning that I learned that the bill had passed.